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MAPEH (Music) G8: Quarter 2
MAPEH (Music) G8: Quarter 2
MAPEH (Music) G8
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MAPEH (Music)
Grade 8
Ronald Lozano
Content Creator & Writer
Jhonathan S. Cadavido
Internal Reviewer & Editor
Ephraim L. Gibas
IT & Logistics
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
Japan, Korea, and China are some of the countries in East Asia. These
three countries has wonderful and exceptional culture and tradition they share
with the world through their performances. Let’s discover the beauty of their
traditional vocal and instrumental music.
Japan
The traditional music of Japan is quite different from the western music.
The musical interval in Japan is based on human breathing, not on
mathematical timing.
China
Their folk music represents the soul and sound of traditional Korean
villages with a wide-ranging array of music forms.
1. Chong-ak
It means “right music”. It is the music correlated with the ruling classes. It
also pertains to ensemble music for men of high social status
outside of the court.
2. Sog-ak or minsogak
D
Learning Task 1: Fill out the table with the correct information. You may ask the
help of your guardian or you may research from the internet for this activity. Write
your answers on your answer sheet.
China
Korea
Cherry
Blossoms
Cherry blossoms,
Cherry blossoms
Across the Spring
sky,
As far as you can
see.
Is it a mist, or
clouds?
Fragrant in the air,
Come now, come,
Let’s look, at last
Mo Li Hua
Translation
What a beautiful jasmine flower
What a beautiful jasmine flower
Sweet-smelling, beautiful, stems
full of buds Fragrant and white,
everyone praises Let me pluck you
down Give to someone's family
Jasmine flower, oh jasmine flower
Suggested recording
https://www.youtube.com/
watch?v=za-V_2FBpTU
Suggested recording
https://www.youtube.com/
watch?v=f99tZQ8XtGM
Sakura
Mo Li Hua
Arirang
3. Do you think the melody and rhythm of the song are appropriate to deliver the
message of the song? Why?
Differences
Guide Questions:
1. How is culture reflected in the music of Japan, China, and Korea?
2. What is the relevance of the music of Japan, China, and Korea in the society?
Learning Task 4: On your answer sheet, draw any symbol that will show the
relationship of culture in the music of Japan, China, and Korea. Write a short
explanation for each symbol.
________________________________________________
_______________________________________________________
_______________________________________________________
_____________________________________________.
________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.
________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________.
A
Complete the paragraph below. Do this task on your answer sheet.
M O L I H U A S Q K
A J S K V P K A W C
P A K E O R S K Y H
A P L T F R P U U I
D A J Y D H E R S N
R N C W S V S A D A
S A R O P B C M W Q
P P A R I R A N G P
Japanese song
Suggested recording
https://www.youtube.com/watch?v=IKTRnO7SV68
Meter
Melody
Form
E
Learning Task 4: Make a poster that will describe the music of Japan, China,
and Korea. Write a short explanation about the poster. Do this on your answer
sheet.
Criteria Points
Creativity 5 pts
Effort/Perseverance 5 pts
Relevance to the theme 5 pts
Craftmanship/Skill 5 pts 5 pts
Originality 5 pts
Learning Task 5: Write the similarities and differences of Japanese, Chinese, and
Korean music to the Philippine music on the table below. Do this activity on your
answer sheet.
Philippines
Country
Similarities Difference
Japanese
Chinese
Korean
A
Complete the statement below. Write your answers on your answer sheet.
At the end of this lesson, you should be able to recognize the different
musical instruments of Japan, China, and Korea, explore ways of producing
sounds on variety of sources that would simulate instruments being studied,
draw possible improvise musical instrument, and develop creativity through
searching possible materials in making improvised musical instrument.
Classification of Musical Instruments (Hornbostel-Sachs System)
Tsuzumi is an hourglass-shape
instrument. It has two varieties, the
smaller (kotsuzumi) and the larger
(otsuzumi). These instruments are used in
both Noh and Kabuki performance.
Percussion Instrument
D
Learning Task 1: Classify the following instruments using the Hornbostel-Sachs
System. Write your answer on your answer sheet.
E
Learning Task 3: If you will make or create an improvised musical instrument
inspired by the East Asian Music, specifically Japan, China, and Korea, what
materials do you suggest to use for the following instruments:
A. Chordophone
B. Aerophone
C. Membranophone
Materials:
Material Specifications
Learning Task 6: On your answer sheet, make a short essay on the question
below.
After answering the learning tasks in this lesson, what did you discover in
the Japan, Chinese, and Korean musical instruments?
A
Complete the paragraph below. Do this task on your answer sheet.
Observe the pictures of the musical instrument below. Try to name them in
your notebook.
1. 3.
2.
4. 5.
Improvised musical instruments are made from objects like plastic, bottle,
tin can or any materials that can be found in the house. It is designed like the
real musical instruments and the sound produced is almost like the real one.
Objectives:
Draw your possible
output
Possible Materials :
Procedure:
(Write the step by step
procedure)
E
Learning Task 2: On your answer sheet, answer the questions based on your
project plan on the improvised musical instrument.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Did you achieve the sound or the tone that you desired for your performance?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Criteria 4 3 2 1
Excellent Proficient Basic Below
Basic
Appearance of the
instrument
M u s i c a l
characteristics of the
instrument
Learning Task 5: On your answer sheet, write a simple essay relating the
quotation below on the lesson.
It’s not the lack of resources that cause failure, It’s the lack of
resourcefulness that cause failure” - Tony Robbins
A
Complete the paragraph below. Do this task on your answer sheet.
Observe the pictures below. Can you tell what they are doing? Do you think
they are performing? Do you think they are confident in their performances? Can
you perform with confidence?
How about the pictures below? Can you tell what improvised instruments
are they? Have you tried once an improvised instrument? Can they be used as
accompaniment?
Suggested recording
https://www.youtube.com/watch?v=IKTRnO7SV68
Learning Task 2: Describe the characteristics of Sakura folk song from Japan by
answering the given questions. Write your answers in your notebook.
Interpretation of the
song
Timing
Dynamics
Learning Task 4: Answer the given questions below and write your answers on
your answer sheet.
1. Which part of the song do you like most? Why?
2. How was the experience to sing a Japanese song?
Learning Task 5: Make an essay about your experience in performing Sakura folk
song. Write it on your answer sheet.
I
How do you feel with your performance? Are you satisfied? Were all your
plans materialized? Congratulations! Whatever happened in your performance
you must be proud of yourself. This is a big step on your part. With this, you
learn more about yourself. Your knowledge, skills and even your limitations were
revealed. And, knowing all of these, there is a great possibility for you to improve
yourself.
At the end of this lesson, you should be able to evaluate your own
performance guided by the rubric and write a simple performance analysis to
show appreciation with your own skills.
D
Learning Task 1:
In your answer sheet, recall and write the characteristics of vocal and
instrumental music of Japan.
Characteristics
Interpretation of the
song
Timing
Dynamics
E
Learning Task 3: Complete the statement below. Use your score in the rubric in
the previous activity. Write your answers on your answer sheet.
Points CRITERIA
Excellent The response is clearly demonstrates an understanding
5 pts of the task. It contains all requirements and gives an
insightful explanation and opinion that leads to extend
the aspects of the text.
Very Good The response is clearly demonstrates an understanding
(4 points) of the task. It contains all requirements, and gives some
explanation and opinion using situation or ideas from
the text as support.
Good The response addresses all of the requirements, but
(3 points) partially demonstrates understanding of the task, and
uses text incorrect resulting in an inconsistent
explanation.
Needs Improvement The response shows minimal understanding of the task,
(2 points) does not complete the requirements, and provides
unclear content.
Unacceptable The response is not connected to the topic.
(1point)
Learning Task 5:
Based on your self assessment, what are your strengths and weaknesses?
What can you suggest to yourself to improve your skills in music? Write your
answers on your answer sheet.
My Suggestion:
1.
2.
3.
4.
5.
A
Complete the paragraph below. Do this task on your answer sheet.
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance found in the second column
up to the succeeding columns, ie. if the lesson is designed for weeks 4-6, just copy your
personal evaluation indicated in the LP column for week 4, week 5 and week 6. Thank you.
Department of Education. Grade 8 Music and Arts Learner’s Module . Pasig City:
Department of Education.
Department of Education. Grade 7 Music and Arts Learner’s Module . Pasig City:
Department of Education.